Directed Reading Thinking Directed Reading Thinking Activity (DRTA)Activity (DRTA)

PresentedPresented

ByBy

Bradley SchmittBradley Schmitt

Description of DRTADescription of DRTA

Developed by Russell Stauffer in 1969.Developed by Russell Stauffer in 1969. ““DRTA encourages students to make DRTA encourages students to make

predictions while they are reading. After predictions while they are reading. After reading segments of a text, students stop, reading segments of a text, students stop, confirm or revise previous predictions, and confirm or revise previous predictions, and make new predictions about what they will make new predictions about what they will read next.” read next.”

((Conner, 2006)Conner, 2006)

Description of DRTA (cont.)Description of DRTA (cont.)

Used to make predictions, judgments, and for Used to make predictions, judgments, and for evidence verification.evidence verification.

Allows the students to read with a purpose.Allows the students to read with a purpose. Students read to confirm and revise predicts they Students read to confirm and revise predicts they

made or are making.made or are making. Students can use their own experiences to help Students can use their own experiences to help

comprehend the text or the message of the comprehend the text or the message of the author.author.

Purpose of DRTAPurpose of DRTA

Teacher can obtain the students prior Teacher can obtain the students prior knowledge of the topic or the text. knowledge of the topic or the text.

Encourages students to monitor their Encourages students to monitor their comprehension while they are reading. comprehension while they are reading.

Allows the students to set a purpose for Allows the students to set a purpose for reading. (Students read to confirm and revise reading. (Students read to confirm and revise predictions they are making.)predictions they are making.)

(Conner, 2006)(Conner, 2006)

Steps in DRTASteps in DRTA

1.) Choose a text (can be fiction or expository.)1.) Choose a text (can be fiction or expository.)

2.) Activate the students prior knowledge.2.) Activate the students prior knowledge.

- brainstorm and write down a list of ideas - brainstorm and write down a list of ideas about the topic.about the topic.

3.) Have students make predictions about what might 3.) Have students make predictions about what might happen in the text.happen in the text.

- Use all available clues within the text and - Use all available clues within the text and have the students explain how they came up with have the students explain how they came up with their predictions. (Do not accept “I don’t know” their predictions. (Do not accept “I don’t know” answers.) answers.)

Steps in DRTA (cont.)Steps in DRTA (cont.)

4.) Students will read a section of the text.4.) Students will read a section of the text.

5.) Students should then confirm or revise their 5.) Students should then confirm or revise their old predictions and make new predictions old predictions and make new predictions before reading more.before reading more.

6.) Continue steps 4 and 5 until the students are 6.) Continue steps 4 and 5 until the students are done reading.done reading.

Model step 1: Choose a textModel step 1: Choose a text

Facing Down the Hydro-CrisisFacing Down the Hydro-Crisis

Model step 2: Brainstorm Model step 2: Brainstorm

Students read the title of the textStudents read the title of the text Develop a list of concepts or ideas that come to Develop a list of concepts or ideas that come to

your mind about the title.your mind about the title. Come up with a list about the theme of the story, Come up with a list about the theme of the story,

the setting, or the author of the story.the setting, or the author of the story. Teacher writes the list on the board.Teacher writes the list on the board.

Model step 3: Make PredictionsModel step 3: Make Predictions

What will be covered in the text.What will be covered in the text. Make predictions on what the text will be Make predictions on what the text will be

about.about. Scan all visible clues: pictures, charts, tables, Scan all visible clues: pictures, charts, tables,

index, and table of contents.index, and table of contents. Remember to write your first predictions down Remember to write your first predictions down

before you start to read.before you start to read.

Model step 4: ReadModel step 4: ReadNarrative textNarrative text

Students can take turns reading the text aloud.Students can take turns reading the text aloud. Students can also read the text independentlyStudents can also read the text independently

http://ncteachleadteachers.wikispaces.com/file/http://ncteachleadteachers.wikispaces.com/file/view/FacingDownThe%20Hydro-Crisis.pdfview/FacingDownThe%20Hydro-Crisis.pdf

We will read the title and a except from the We will read the title and a except from the book.book.

Model step 5: Confirm, Revise and Model step 5: Confirm, Revise and make new predictionsmake new predictions

““Students should be encouraged to explain Students should be encouraged to explain what in the text is causing them to confirm what in the text is causing them to confirm and/or revise prior predictions, and what is and/or revise prior predictions, and what is causing them to make the new predictions they causing them to make the new predictions they are making.” are making.” (Conner, 2006)(Conner, 2006)

Teacher leads a discussion about the students Teacher leads a discussion about the students predictions, asking reflective type questions predictions, asking reflective type questions about the students predictions. about the students predictions.

Model step 6: Continue steps 4 and 5Model step 6: Continue steps 4 and 5

Continue steps 4 and 5 until all of the text has Continue steps 4 and 5 until all of the text has been read.been read. Students should confirm, revise all of there new Students should confirm, revise all of there new

predictionspredictions The students can be making a graphic The students can be making a graphic

organizer to organize thoughts.organizer to organize thoughts.

Elementary and Secondary Elementary and Secondary ExamplesExamples

1.) A elementary example of a DRTA graphic 1.) A elementary example of a DRTA graphic organizer on animals in the ocean:organizer on animals in the ocean:

http://www.itrc.ucf.edu/forpd/strategies/DRTA_elementary.pdfhttp://www.itrc.ucf.edu/forpd/strategies/DRTA_elementary.pdf

2.) Secondary examples of a DRTA graphic 2.) Secondary examples of a DRTA graphic organizer on climate and vegetation:organizer on climate and vegetation:

http://www.itrc.ucf.edu/forpd/strategies/DRTA_secondary.pdfhttp://www.itrc.ucf.edu/forpd/strategies/DRTA_secondary.pdf

http://www.itrc.ucf.edu/forpd/strategies/DRTA_sec2.pdfhttp://www.itrc.ucf.edu/forpd/strategies/DRTA_sec2.pdf

Expert SuggestionsExpert Suggestions

DR-TA, especially making predictions, helps students DR-TA, especially making predictions, helps students focus their attention on the text and encourages active focus their attention on the text and encourages active reading (Almasi, 2003).reading (Almasi, 2003).

If the practice of DR-TA is correctly implemented If the practice of DR-TA is correctly implemented school-wide, it will help set the stage for a sturdy school-wide, it will help set the stage for a sturdy foundation in “study-reading.” This will become a foundation in “study-reading.” This will become a useful skill to have as students’ progress through useful skill to have as students’ progress through grades and text becomes more demanding grades and text becomes more demanding (Richardson & Morgan, 1997). (Richardson & Morgan, 1997).

Expert Suggestions (cont.)Expert Suggestions (cont.)

Making predictions about the text can help Making predictions about the text can help clear up any misconceptions about the topic clear up any misconceptions about the topic (Billmeyer & Barton, 1998). (Billmeyer & Barton, 1998).

DR-TA is a useful tool for teachers to model DR-TA is a useful tool for teachers to model accurate and appropriate reading skills accurate and appropriate reading skills (Richardson & Morgan, 1997). (Richardson & Morgan, 1997).

Reference ListReference List

Almasi, J. (2003). Almasi, J. (2003). Teaching strategic processes in Teaching strategic processes in reading.reading. New York: The Guilford Press. New York: The Guilford Press.

Billmeyer, R., & Barton, M.L. (1998). Billmeyer, R., & Barton, M.L. (1998). Teaching Teaching reading in the content areas: If not me, then who?reading in the content areas: If not me, then who? Aurora, CO: McREL.Aurora, CO: McREL.

Richardson, J.S., & Morgan, R.F. (1997). Richardson, J.S., & Morgan, R.F. (1997). Reading to Reading to learn in the content areas.learn in the content areas. Belmont, CA: Belmont, CA:

Wadsworth Publishing Company. Wadsworth Publishing Company.

Referenec List (cont.)Referenec List (cont.)

Conner, J . (2006). Instructional reading strategy: Conner, J . (2006). Instructional reading strategy: DR-TA (Directed Reading Thinking Activity). DR-TA (Directed Reading Thinking Activity). Retrieved October 14, Retrieved October 14, 2006, from 2006, from http://www.indiana.edu/~l517/DRTA.htmhttp://www.indiana.edu/~l517/DRTA.htm

Reading Strategy of the Month (n.d.) Vocabulary Reading Strategy of the Month (n.d.) Vocabulary Word Box (Directed Reading Thinking Activity) Word Box (Directed Reading Thinking Activity) Retrieved October 14, 2006, fromRetrieved October 14, 2006, fromhttp://www.itrc.ucf.edu/forpd/strategies/stratDRTA.htmhttp://www.itrc.ucf.edu/forpd/strategies/stratDRTA.htm

References List (cont.)References List (cont.)

Clark, M & Ganschow, L. (1995). Section_4 Clark, M & Ganschow, L. (1995). Section_4 BasicSkills (Reading Strategies; BasicSkills (Reading Strategies;

Comprehension). Retrieved October 14, Comprehension). Retrieved October 14, 2006, from 2006, from http://literacy.kent.edu/nto/manual02/Section4_BasicSkills.pdfhttp://literacy.kent.edu/nto/manual02/Section4_BasicSkills.pdf